Reading
Strand 2: READING (3.R)
Students will learn to proficiently read and comprehend grade-level literature and informational text, including seminal U.S. documents of historical and literary significance, at the high end of the grade-level text complexity band, with scaffolding as needed. *Standard R.4 includes an asterisk to refer educators back to the Text Complexity Grade Bands and Associated Lexile Ranges in the introduction of the standards.
Standard 3.R.1: Mastered in preschool.
Standard 3.R.2: Demonstrate mastery of age-appropriate phonological awareness skills.
a. Reversal of phonemes.
b. Phoneme chaining including addition, deletion, and substitution at all word positions (initial, final, and medial).
Standard 3.R.3: Demonstrate mastery of age-appropriate phonics skills.
a. Identify and begin using the combined knowledge of all letter-sound correspondences, syllabication patterns, morphology (e.g., roots and affixes), and etymology to accurately read unfamiliar multisyllabic words in and out of context.
b. Read and spell words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le) in multisyllabic words.
c. Identify and know the meaning of the most common prefixes and derivational suffixes.
d. Identify the unaccented syllable in multisyllabic words (e.g., nation, active, atomic) when reading and spelling.
e. Read and spell common irregular words.
Standard 3.R.4: Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
Standard 3.R.5: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RL & RI)
Standard 3.R.6: Read a variety of texts including those from diverse cultures, retell the text according to the text structure including the main idea and how key details support the main idea. (RL & RI)
Standard 3.R.7: Describe characters in a story and explain how their actions contribute to the sequence of events. (RL) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (RI)
Standard 3.R.8: Determine the meaning of words, phrases, similes, metaphors, and academic and content-specific words within a text. (RL & RI)
Standard 3.R.9: Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies. (RL & RI)
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of a new word when a known affix or root is used.
c. Use glossaries or dictionaries to determine or clarify the precise meaning of key words and phrases.
Standard 3.R.10: Identify and discuss the structural elements of different types of text when writing or speaking about a text. (RL) Use text features and search tools to build comprehension and locate relevant information efficiently. (RI)
Standard 3.R.11: Begins in grade 4.
Standard 3.R.12: Explain how specific illustrations or text features contribute to what is conveyed by the words in a text. (RL & RI)
Standard 3.R.13: Not applicable for RL. Explain how claims in a text are supported by relevant reasons and evidence. (RI)
Standard 3.R.14: Compare the themes, settings, and plots of stories written
about the same or similar characters. (RL) Compare the most important points and key details presented in two texts on the same topic. (RI)
Students will learn to proficiently read and comprehend grade-level literature and informational text, including seminal U.S. documents of historical and literary significance, at the high end of the grade-level text complexity band, with scaffolding as needed. *Standard R.4 includes an asterisk to refer educators back to the Text Complexity Grade Bands and Associated Lexile Ranges in the introduction of the standards.
Standard 3.R.1: Mastered in preschool.
Standard 3.R.2: Demonstrate mastery of age-appropriate phonological awareness skills.
a. Reversal of phonemes.
b. Phoneme chaining including addition, deletion, and substitution at all word positions (initial, final, and medial).
Standard 3.R.3: Demonstrate mastery of age-appropriate phonics skills.
a. Identify and begin using the combined knowledge of all letter-sound correspondences, syllabication patterns, morphology (e.g., roots and affixes), and etymology to accurately read unfamiliar multisyllabic words in and out of context.
b. Read and spell words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le) in multisyllabic words.
c. Identify and know the meaning of the most common prefixes and derivational suffixes.
d. Identify the unaccented syllable in multisyllabic words (e.g., nation, active, atomic) when reading and spelling.
e. Read and spell common irregular words.
Standard 3.R.4: Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
Standard 3.R.5: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RL & RI)
Standard 3.R.6: Read a variety of texts including those from diverse cultures, retell the text according to the text structure including the main idea and how key details support the main idea. (RL & RI)
Standard 3.R.7: Describe characters in a story and explain how their actions contribute to the sequence of events. (RL) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (RI)
Standard 3.R.8: Determine the meaning of words, phrases, similes, metaphors, and academic and content-specific words within a text. (RL & RI)
Standard 3.R.9: Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies. (RL & RI)
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of a new word when a known affix or root is used.
c. Use glossaries or dictionaries to determine or clarify the precise meaning of key words and phrases.
Standard 3.R.10: Identify and discuss the structural elements of different types of text when writing or speaking about a text. (RL) Use text features and search tools to build comprehension and locate relevant information efficiently. (RI)
Standard 3.R.11: Begins in grade 4.
Standard 3.R.12: Explain how specific illustrations or text features contribute to what is conveyed by the words in a text. (RL & RI)
Standard 3.R.13: Not applicable for RL. Explain how claims in a text are supported by relevant reasons and evidence. (RI)
Standard 3.R.14: Compare the themes, settings, and plots of stories written
about the same or similar characters. (RL) Compare the most important points and key details presented in two texts on the same topic. (RI)